1. Response to Intervention in Educational Transformation Schools
District Support for Development and Implementation

2. Setting the Benchmarks
Problem Solving
Tier 1
Tier 2

3. Creating the Pyramid RtI Benchmarks
Tier 1 Benchmarks
Diagnostic (FAIR, in-program assessments, Baseline) data is reviewed to plan instructional focus (benchmark data) and small group differentiated instruction (FAIR, in-program assessments, teacher made tests).
Progress monitoring (FAIR, in-program assessments, Interim assessments) data are reviewed at least three times per year to evaluate the effectiveness of core instruction. Data is disaggregated as appropriate (grade, subject, sub group etc.) to evaluate differential effectiveness and revise instruction as necessary.
Screening (FAIR, FCAT, Baseline, and program) data is reviewed to schedule Tier 2 intervention

4. Creating the Pyramid RtI Benchmarks
Tier 2 Benchmarks
Supplemental interventions (small group in elementary, small group and intensive classes in secondary for reading and math) are delivered to all students who are not progressing towards academic and behavioral benchmarks.
Fidelity of Tier two intervention is monitored to ensure the following:
The interventionist has been trained in the intervention
Students are attending as prescribed
Intervention group size, frequency, and duration is consistent with program guidelines
Administrator walk throughs and coaching visits have occurred regularly
Progress monitoring of students in Tier 2 intervention occurs at least monthly and is reviewed for:
Effectiveness as measured by a positive response in approximately 70% of students receiving Tier 2 intervention
Differential effectiveness between intervention groups
Differential effectiveness within intervention groups
The four step problem solving process is used to revise intervention as necessary and/or identify students in need of Tier 3 intervention.

5. Creating the Pyramid RtI Benchmarks
Problem Solving Benchmarks
Four Step Process
Problem ID
Problem Analysis
Intervention
Response Evaluation

6. Problem Solving Problem Identification Problem Analysis Gap Analysis
Setting an Aim Line
Problem Analysis
Hypothesis Generation
Hypothesis Verification

7. Problem ID: Begin at the Core
Where are we?
FAIR AP1 and Fall Interim
What is the Goal?
FAIR AP 3 and Spring Interim
How will I measure response?
FAIR AP2 and Winter Interim

8. 13 percentile pts. = one year’s catch up growth
Kenewick’s formula
13 percentile pts. = one year’s catch up growth
Gr. 9 State standard: th percentile
Target 9th grade: th percentile
The difference: points
Point difference
divided by 13: yrs. behind
Student is behind by about three years—in other words, s/he is entering the third grade with the literacy skills of a student entering Kindergarten. Now that we know how many years s/he is behind, how do we determine daily instructional minutes necessary to catch him up?
Example taken from Annual Growth…Catch-up Growth, Fielding et al., 2007 8

9. Setting the Aim Line
Where is My School